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Results for “Cognitive Training”

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At least 775 records · Page 43Linked to original sources

PubMed1999

The effects of subdural haematoma on spatial learning in the rat.

Although memory deficits are one of the most persistent consequences of human subdural haematoma, cognitive functioning has hardly been investigated in the rat subdural haematoma model. In the present study, the effects on spatial learning of right- and left-sided unilateral subdural haematoma and of bilateral subdural haematoma induced above the sensorimotor cortical areas were evaluated. Spatial learning was assessed by standard acquisition in the Morris water escape task (five sessions). Additional issues addressed were sensorimotor functioning (footprint analysis), recovery of cognitive functioning (tested by an overtraining and a reversal training) and replicability of induced cognitive deficits. Following unilateral subdural haematoma surgery, hardly any impairments in the Morris water escape task were observed: rats with a unilateral right-sided subdural haematoma showed very mild, transient deficits, whereas rats with left-sided subdural haematoma were indistinguishable from controls. Bilateral subdural haematoma surgery led to a clear, although transient, performance deficit. We conclude that animals with bilateral subdural haematoma may provide a promising cognitive deficit model for investigating recovery of function.

Animals↗

PubMed1991

Perceptual dysfunction in hemiplegia and automobile driving.

Sixteen post-stroke, hemiplegic patients, who requested that they be allowed to return to driving, were extensively evaluated by a physiatrist, psychologist, occupational therapist, and driver training specialist. After they completed a driver training program, the patients were divided into three groups based on their driving program success and follow-ups. Significant differences in the psychological test results were found between Group I (those who drove without any difficulty) and Groups II and III (those who drove limited distance or who failed driver training). Results suggest that patients with significant cognitive and perceptual problems who take training and limit their driving can be safe drivers when they return to driving.

Accidents, Traffic↗

PubMed1991

[Effects of social skills training for the elderly].

A training for the elderly, based on cognitive social learning principles, is evaluated. The training focuses on the social skills 'listening', 'initiating a conversation' and 'expressing your opinion'. A relaxation technique is added to reduce social anxiety, and a change of impeding thoughts is sought along rational emotive lines. The effects have been studied in a group of 34 elderly subjects, who applied for the training. Their skills were assessed by questionnaire and by behavioural observation of role plays and a naturalistic interaction. The questionnaire showed clear skill deficits at the start. A pretest-posttest-follow-up-control group design was used, in which the control group consisted of subjects waiting to participate in the training. Both between and within group comparisons of change during a training and waiting period could be made. The questionnaire scores showed clear improvements, which persisted until the follow-up at three and six months. In general, however, these effects could not be confirmed by the behavioural measures. This is in agreement with the results of comparable studies. So, the question is raised wether social skills training for the elderly only change the idea people have of their skills.

Aged↗

PubMed1994

Cognitive rehabilitation: advancing the stature of occupational therapy.

As occupational therapists, we can advance our stature in cognitive rehabilitation by first narrowing our scope of practice to become the team experts in compensatory strategy training, the domain of cognitive rehabilitation most consistent with our history and expertise. Supported and aided by our professional association, we must also intensify our contribution to this developing field through research and individual and professional involvement in transdisciplinary organizations. Increased involvement and leadership from occupational therapy promise to improve the prospect that cognitive rehabilitation services will improve day-to-day performance for survivors of brain injury.

Cognition Disorders↗

PubMed2026

The asymmetry of working memory training transfer: A systematic review and meta-analysis.

Working memory (WM) training is widely used to enhance cognitive performance; however, its transfer to untrained tasks remains controversial. Traditional theories emphasize task similarity as the primary determinant of training transfer, but they cannot fully explain emerging evidence of asymmetric transfer across tasks. Two directional transfer hypotheses are proposed here to explain this asymmetry: the resource-based transfer advantage hypothesis predicts stronger transfer from more to less cognitively demanding tasks, whereas the ability-based transfer advantage hypothesis predicts stronger transfer from tasks engaging broader task-general abilities to tasks engaging task-specific narrower abilities. The contrast between span and updating paradigms provides an informative framework for distinguishing these accounts, because updating tasks are generally more cognitively demanding, whereas span tasks involve broader abilities. Accordingly, we conducted a three-level meta-analysis of 55 studies (208 effect sizes; N = 3,492). The results showed that updating training transferred reliably to span tasks (g = 0.176, p < .001), whereas span training did not reliably transfer to updating tasks (g = 0.048, p = .453), supporting the resource-based account. This advantage of updating training also extended to non-WM outcomes and was more pronounced at lower training doses, in non-adult samples, and with verbal stimuli. Together, these findings extend WM transfer theory beyond task similarity by highlighting the importance of cognitive demand and offer guidance for WM training design.

Humans↗

PubMed1990

Secondary prevention with college drinkers: evaluation of an alcohol skills training program.

This study evaluated secondary prevention approaches for young adults (N = 36, mean age 23 years) at risk for alcohol problems. Subjects were randomly assigned to cognitive-behavioral alcohol skills training, a didactic alcohol information program, or assessment only. The skills program included training in blood alcohol level estimation, limit setting, and relapse prevention skills. All subjects maintained daily drinking records during the 8-week intervention and for 1 week at each follow-up. Repeated measures MANOVA found a significant reduction over 1-year follow-up in self-reported alcohol consumption for the total sample. For all drinking measures, the directional findings consistently favored skills training. Despite overall reductions, most subjects continued to report occasional heavy drinking.

Accidents, Traffic↗

PubMed1992

Acquisition and retention of skills training methods in chronic schizophrenic outpatients.

Forty-one DSM-III-R schizophrenic subjects on constant, low-dose maintenance neuroleptic drug therapy (5-10 mg of fluphenazine decanoate intramuscularly every 2 weeks) were randomly assigned to structured and modularized skills training or to supportive group psychotherapy. The skills training was designed by using cognitive and behavioral methods to compensate for the learning disabilities that plague many schizophrenic patients. Skill acquisition was assessed by using quantified performance on standardized role-play tests. Subjects who received skills training made significant gains in each of the areas taught, whereas those who participated in the control psychotherapy group did not. The knowledge and skills learned during training were retained without significant erosion over a 1-year followup period. These results suggest that the use of structured principles of learning and cognitive therapy can effectively train schizophrenics in skill areas pertinent to the self-management of their illness.

Adult↗

PubMed2006

Acute cognitive impairment after lateral fluid percussion brain injury recovers by 1 month: evaluation by conditioned fear response.

Conditioned fear associates a contextual environment and cue stimulus to a foot shock in a single training trial, where fear expressed to the trained context or cue indicates cognitive performance. Lesion, aspiration or inactivation of the hippocampus and amygdala impair conditioned fear to the trained context and cue, respectively. Moreover, only bilateral experimental manipulations, in contrast to unilateral, abolish cognitive performance. In a model of unilateral brain injury, we sought to test whether a single lateral fluid percussion brain injury impairs cognitive performance in conditioned fear. Brain-injured mice were evaluated for anterograde cognitive deficits, with the hypothesis that acute injury-induced impairments improve over time. Male C57BL/6J mice were brain-injured, trained at 5 or 27 days post-injury, and tested 48h later for recall of the association between the conditioned stimuli (trained context or cue) and the unconditioned stimulus (foot shock) by quantifying fear-associated freezing behavior. A significant anterograde hippocampal-dependent cognitive deficit was observed at 7 days in brain-injured compared to sham. Cued fear conditioning could not detect amygdala-dependent cognitive deficits after injury and stereological estimation of amygdala neuron number corroborated this finding. The absence of injury-related freezing in a novel context substantiated injury-induced hippocampal-dependent cognitive dysfunction, rather than generalized fear. Variations in the training and testing paradigms demonstrated a cognitive deficit in consolidation, rather than acquisition or recall. By 1-month post-injury, cognitive function recovered in brain-injured mice. Hence, the acute injury-induced cognitive impairment may persist while transient pathophysiological sequelae are underway, and improve as global dysfunction subsides.

Animals↗

PubMed1993

Medical students' differential use of coping strategies as a function of stressor type, year of training, and gender.

The cognitive-transactional model of stress was used to study the process by which medical students cope with stress. The study examined the coping responses employed by male and female first- and fourth-year medical students as a function of those situations they appraised as most stressful. Multivariate analyses of variance (MANOVAs) revealed that preferred coping strategies varied by stressor type and year of training. In dealing with medical-school-related stressors, first-year students used self-blame and problem-solving styles of coping more than did fourth-year students. When dealing with interpersonal stressors, however, fourth-year students tended to use confrontive coping more than did first-year students. Surprisingly, whether the student was a man or a woman had no impact on coping responses. The findings underscored the importance of the moderating impact of the appraisal process on the coping strategies employed to manage stressful situations. Implications for medical education, as well as for future research on coping with stress, are discussed.

Adaptation, Psychological↗

PubMed2006

Community based occupational therapy for patients with dementia and their care givers: randomised controlled trial.

OBJECTIVE: To determine the effectiveness of community based occupational therapy on daily functioning of patients with dementia and the sense of competence of their care givers. DESIGN: Single blind randomised controlled trial. Assessors were blinded for treatment allocation. SETTING: Memory clinic and day clinic of a geriatrics department and participants' homes. PARTICIPANTS: 135 patients aged > or =65 with mild to moderate dementia living in the community and their primary care givers. INTERVENTIONS: 10 sessions of occupational therapy over five weeks, including cognitive and behavioural interventions, to train patients in the use of aids to compensate for cognitive decline and care givers in coping behaviours and supervision. MAIN OUTCOME MEASURES: Patients' daily functioning assessed with the assessment of motor and process skills (AMPS) and the performance scale of the interview of deterioration in daily activities in dementia (IDDD). Care giver burden assessed with the sense of competence questionnaire (SCQ). Participants were evaluated at baseline, six weeks, and three months. RESULTS: Scores improved significantly relative to baseline in patients and care givers in the intervention group compared with the controls (differences were 1.5 (95% confidence interval 1.3 to 1.7) for the process scale; -11.7 (-13.6 to -9.7) for the performance scale; and (11.0; 9.2 to 12.8) for the competence scale). This improvement was still significant at three months. The number needed to treat to reach a clinically relevant improvement in motor and process skills score was 1.3 (1.2 to 1.4) at six weeks. Effect sizes were 2.5, 2.3, and 1.2, respectively, at six weeks and 2.7, 2.4, and 0.8, respectively, at 12 weeks. CONCLUSIONS: Occupational therapy improved patients' daily functioning and reduced the burden on the care giver, despite the patients' limited learning ability. Effects were still present at 12 weeks, which justifies implementation of this intervention. TRIAL REGISTRATION: Clinical Trials NCT00295152 [ClinicalTrials.gov].

Activities of Daily Living↗

PubMed2002

Training of working memory in children with ADHD.

Working memory (WM) capacity is the ability to retain and manipulate information during a short period of time. This ability underlies complex reasoning and has generally been regarded as a fixed trait of the individual. Children with attention deficit hyperactivity disorder (ADHD) represent one group of subjects with a WM deficit, attributed to an impairment of the frontal lobe. In the present study, we used a new training paradigm with intensive and adaptive training of WM tasks and evaluated the effect of training with a double blind, placebo controlled design. Training significantly enhanced performance on the trained WM tasks. More importantly, the training significantly improved performance on a nontrained visuo-spatial WM task and on Raven's Progressive Matrices, which is a nonverbal complex reasoning task. In addition, motor activity--as measured by the number of head movements during a computerized test--was significantly reduced in the treatment group. A second experiment showed that similar training-induced improvements on cognitive tasks are also possible in young adults without ADHD. These results demonstrate that performance on WM tasks can be significantly improved by training, and that the training effect also generalizes to nontrained tasks requiring WM. Training improved performance on tasks related to prefrontal functioning and had also a significant effect on motor activity in children with ADHD. The results thus suggest that WM training potentially could be of clinical use for ameliorating the symptoms in ADHD.

Adolescent↗

PubMed2005

A multilevel examination of the relationships among training outcomes, mediating regulatory processes, and adaptive performance.

This study examined whether cognitive, affective-motivational, and behavioral training outcomes relate to posttraining regulatory processes and adaptive performance similarly at the individual and team levels of analysis. Longitudinal data were collected from 156 individuals composing 78 teams who were trained on and then performed a simulated flight task. Results showed that posttraining regulation processes related similarly to adaptive performance across levels. Also, regulation processes fully mediated the influences of self- and collective efficacy beliefs on individual and team adaptive performance. Finally, knowledge and skill more strongly and directly related to adaptive performance at the individual than the team level of analysis. Implications to theory and practice, limitations, and future directions are discussed.

Adaptation, Psychological↗

PubMed1989

An integrative model of supervisory training for medical center personnel.

The development of a comprehensive supervisory training program for V.A. Medical Center personnel is described. The program draws upon the literature of both organizational psychology and cognitive-behavior therapy and has four basic components: (a) needs assessment and evaluation, (b) awareness-building and cognitive restructuring, (c) skill training, and (d) application on the job. The training program consists of 16 modules developed on the basis of a preliminary needs assessment and literature review. An initial investigation of the model's efficacy indicated significant improvements in the supervisors' knowledge of sound supervisory practices as well as high levels of satisfaction and self-reported productivity in a sample of supervisors who underwent training. Plans for outcome research and the continuing need for an integration of subdisciplines are discussed.

Administrative Personnel↗

PubMed1996

Effects of stress inoculation training on athletes' postsurgical pain and rehabilitation after orthopedic injury.

The efficacy of a cognitive-behavioral intervention (stress inoculation training; SIT) for postsurgical anxiety, pain, and physical rehabilitation in injured athletes was tested. Sixty male athletes who underwent arthroscopic surgery for miniscus injury in 1 knee were randomly assigned to either treatment (SIT and physical therapy) or control (physical therapy only) conditions. Results showed that participants in the treatment group demonstrated significantly less postsurgical pain and anxiety during the rehabilitation process, compared with controls. Additionally, treated participants required fewer days to return to criterion physical functioning, compared with nontreated participants.

Adolescent↗

PubMed1985

Cardiorespiratory fitness and cognitive performance before and after confinement in a nuclear submarine.

The aim of this study was to further document physiological deconditioning from occupational exposure to submarines as described in a small number of reports and determine whether cognitive performance parallels the physiological changes associated with physical training and deconditioning. We examined cardiorespiratory fitness and cognitive performance in 14 male subjects during 70 d of confinement in a nuclear submarine. Maximal oxygen consumption (VO2max) and anaerobic threshold (AT) were assessed before and after confinement. Six exercising subjects (ES) cycled 4-7 times per week for 20 min at 75% max heart rate for 8 weeks. Eight control subjects (CS) did no exercise. Every 14 d of the patrol, cognitive performance was evaluated in both groups by administering a mental arithmetic and choice reaction time tests before cycling, during cycling, and post cycling. The cycle bout consisted of exercising at 75% VO2max for 15 min. After confinement, VO2max remained constant for ES but declined 7% statistically nonsignificant for the CS. AT expressed as a percentage of VO2max increased 15% (p less than 0.05) in the ES and decreased 20% (p less than 0.05) in the CS. The only significant effect in the cognitive tests was that both groups responded faster in the choice reaction time test during the exercise session. In conclusion, these data demonstrate a training effect for AT in the ES and a deconditioning response for AT and a statistically nonsignificant reduction in VO2max in the CS. Under the conditions of this experiment we could find no effects of physical training and deconditioning on the cognitive performance test employed here, although some trends suggest that exercisers out-performed the control group.

Adult↗

PubMed2006

Bridges over troubled waters: education and cognitive neuroscience.

Recently there has been growing interest in and debate about the relation between cognitive neuroscience and education. Our goal is to advance the debate beyond both recitation of potentially education-related cognitive neuroscience findings and the claim that a bridge between fields is chimerical. In an attempt to begin a dialogue about mechanisms among students, educators, researchers and practitioner-scientists, we propose that multiple bridges can be built to make connections between education and cognitive neuroscience, including teacher training, researcher training and collaboration. These bridges--concrete mechanisms that can advance the study of mind, brain and education--will benefit both educators and cognitive neuroscientists, who will gain new perspectives for posing and answering crucial questions about the learning brain.

Brain↗

PubMed2005

Efficacy of biofeedback-based treatments for temporomandibular disorders.

Bibliographic searches identified 14 controlled and uncontrolled outcome evaluations of biofeedback-based treatments for temporomandibular disorders published since 1978. This literature includes two randomized controlled trials (RCTs) of each of three types of biofeedback treatment: (1) surface electromyographic (SEMG) training of the masticatory muscles, (2) SEMG training combined with adjunctive cognitive-behavioral therapy (CBT) techniques, and (3) biofeedback-assisted relaxation training (BART). A detailed review of these six RCTs, supplemented with information from non-RCT findings, was conducted to determine the extent to which each type of intervention met treatment efficacy criteria promulgated by the Association for Applied Psychophysiology and Biofeedback (AAPB). We conclude that SEMG training with adjunctive CBT is an efficacious treatment for temporomandibular disorders and that both SEMG training as the sole intervention and BART are probably efficacious treatments. We discuss guidelines for designing and reporting research in this area and suggest possible directions for future studies.

Biofeedback, Psychology↗

PubMed1989

Multifactorial memory training with older adults: how to foster maintenance of improved performance.

The purpose of this study was to examine the effects of a multifactorial memory training program designed for normal older adults. The multifactorial program involved the training of three components that are critical to memory functioning: recoding operations, attentional functions and relaxation. Two controls groups were used. One control group took part in a general cognitive activation program involving training in problem solving, logical thinking, and visuospatial skills, whereas the other received no training. Three types of tasks were administered to assess potential effects of training: (a) free recall of words within the Buschke selective reminding paradigm, (b) digit span, and (c) the Benton visual retention test. Results indicated that the multifactorial group improved performance following training on several measures of the selective reminding task, and that this improvement was maintained 6 months after completion of training. In addition, the two other groups did not show any improvement of memory performance, and no effects occurred in the digit span and visual retention tasks. This pattern of results suggests that multifactorial training may be an effective way of achieving long-term benefits of training for older people, and that effects of memory training may be relatively task-specific.

Aged↗